There are
four major approaches of motivation that are used in the learning and teaching environment.
 |
| Approaches of Motivation as used in teaching |
These are:
1. The
Behavioural Approach (Incentive Approach).
This approach requires one to use external rewards and
punishment in order to shape and control behaviour of learners. Teachers are
encouraged to use incentives such as praise, addressing learners even by name,
giving them feedback after assessments. The incentives will create positive
results as the learners will be compelled to work extra hard in order to
maintain the flow of incentives or even get more.
However, this approach has some weaknesses which other
scholars noted and worked on to develop counters which gave birth to other approaches.
For instance, when you apply behaviouristic approach to learners, they do not
master what they are being taught because their focus is on getting a reward
and this limits their ability to be creative hence the need for a cognitive
approach.
The Cognitive
Approach.
This
approach emphasises the fact that learners are not empty vessels and therefore
they should be actively involved in the learning process. Under this approach,
it is believed that learners instigate and sustain goal directed behaviour.
This is so because learners set goals and employ cognitive processes such
planning and monitoring. Teachers should therefore create a conducive
environment for learners to understand the need and the importance of engaging
themselves in the learning process.
3. The Social
Cognitive Approach.
This
approach takes into consideration both intrinsic motivational techniques
and extrinsic motivational techniques. Under this process, the inner/internal
desire must be complemented by what is realised after achieving the desired goal.
For instance, a learner who likes mathematics may enjoy working with numbers
because of the love that one has for the numbers but then praise, feedback and
better grades might make such a learner even more interested to work with
numbers.
The
approach also emphasises the need that humans have to belong. All human beings
have a deep-seated need for love and belongingness (Maslow, 1970). Teachers
should therefore work hard to ensure that the learners need for love and
belongingness is addressed. This can be achieved if teachers ensure that all
the learners are treated equally and create an environment conducive enough for
learning to take place.
4. The
Humanistic Approach.
Approach emphasises that all humans have a deep-seated need for self-actualisation.
Self-actualisation is a process of growth of becoming evident in the unfolding
and fulfilment of self, i.e. trying to become the best we can be as
individuals. The approach recognises the power that lies in the learners to
enable them to drive their own learning. This is why Humanistic psychologists
believe that learning takes place from the standpoint of the believer rather
than that of the observer. Therefore, a teacher using this approach endeavours
to create an educational environment that fosters self-development,
cooperation and positive communication.
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